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3 Expository Paragraphs – Building Blocks of Academic Writing

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BUILDING BLOCKS OF ACADEMIC WRITING

CONTENTS

Chapter 3: Paragraph Structure

3.3 Expository Paragraphs

Learning Objectives

Provide evidence that supports a thesis, including relevant information on varying

perspectives.
Articulate concepts and information correctly and concisely.

Decide the significance and merit of different facts, concepts and data.
Organize
Previous: an expository
3.2 Narrative Paragraphsparagraph.

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12/23/23, 10:20 PM 3.3 Expository Paragraphs – Building Blocks of Academic Writing

The main aim of an expository paragraph is to provide an effective explanation of a topic.

While a descriptive paragraph strives to describe a subject and a narrative paragraph seeks to
show personal growth, an expository paragraph tries to explain a topic or situation. Thus, ex‐
pository paragraphs are written as if the writer is explaining or clarifying a topic to the reader.
Since an expository paragraph is trying to clarify a topic, it is important that its sentences
provide the categories or reasons that support the clarification of the topic. Moreover, these
categories and reasons also provide the framework for the organization of the paragraph.

Figure 3.1 Components of the expository paragraph as the parts of a house.

Much like the categories are essential to clarifying the topic, organization is the key to any
well-developed paragraph. When composing your paragraph, think of its organization as a
house, with each major part of a house representing a component of a paragraph. Just as the
foundation provides support on which a house can be built, a thesis represents the foundation
upon which to build a paragraph. The introductory sentence then functions as both the door
and the framework for an expository paragraph. Like a house door, the introductory sentence
must allow the reader to enter the paragraph. Additionally, just as walls are built upon the
framework of a house, the body sentences of a paragraph are organized around the framework
or the organizational scheme that is presented in the introductory sentence. The body sen‐
tences, much like the walls of a house, must be firm, strong and complete. Finally, a paragraph
must include a concluding sentence that tops off the paragraph, much like a roof completes a
house. As the roof cements the structure of the house and helps hold the walls in place, the
concluding sentence must sum up the point of your body sentences and complete the
paragraph.
Previous: 3.2 Narrative Paragraphs
Although the overall organization of an expository paragraph is important, you must also un‐
Next: 3.4
derstand the organization of each component (the introductory, body, andPersuasive Paragraphs
concluding sen‐
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tences) of your paragraph. The sections below identify the essential parts of each component of
your paragraph, explaining the necessary information for each type of sentence.

While the guidelines listed below may feel constrictive, they are merely meant to guide you as
a writer. Ultimately, the guidelines should help you write more effectively. The more familiar
you become with how to organize a paragraph, the more energy you can focus on your ideas
and your writing. As a result, your writing will improve as your ability to organize your ideas
improves. Plus, focusing your energy on your argument and ideas rather than the organization
makes your job as a writer more exciting and fun.

Introductory Sentences

A strong introductory sentence is crucial to the development of an effective expository para‐

graph. Unlike a persuasive paragraph, which takes a stand or forms an opinion about a subject,
an expository paragraph is used when the writer wishes to explain or clarify a topic to the
reader. In order to properly explain a topic, an expository paragraph breaks it into parts, ex‐
plains each component in relation to the whole, and uses each component to justify the explan‐
ation of the topic. Thus, when writing an introductory sentence, it is crucial to include the ex‐
planation or clarification of the topic and the categories or components used to produce this
explanation.

Introductory sentences

Introduce the issue.

Present the topic and its explanation or clarification.

Provide the categories used to explain the topic.

Provide the thesis statement.

Since the success of the paragraph rests on the introductory sentence, it is important to under‐
stand its essential components. Usually, when expository paragraphs fail to provide a clear ex‐
planation, it is not because the writer lacks explanations or clarifications, but rather because the
explanations areNarrative
Previous: 3.2 not properly organized and identified in the introductory sentence. One of the
Paragraphs
most important jobs of an introductory sentence is that it introduces the topic or issue. Most
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explanations cannot be clarified without at least some background information. Thus, it is es‐
sential to provide a foundation for your topic before you begin explaining. For instance, if you
wanted to explain what happened at the first Olympic Games, your introductory sentence
would first need to briefly mention how the first games happened. In doing so, you ensure that
your audience is as informed about your topic as you are, and thus, you make it easier for your
audience to understand your explanation.

Below, the main jobs of the introductory sentence are described and explained in detail.

The purposes of introductory sentences

Introductory sentences introduce the topic and suggest why it is important.

Example: An analysis of the essay exam results of the new English class shows that the
new class format promotes close reading and better essay organization.

This sentence tells the reader both that the topic of the paper will be the benefits of the new
English class and that the significance of these benefits is the improvement of close reading
and essay organization.

Introductory sentences outline the structure of the paragraph and highlight the main
ideas.

Example: Considering the results of the high school exit exam, it is apparent that the
school curriculum is not properly addressing basic math skills, such as fractions, percent‐
ages and long division.

This sentence indicates the main ideas (fractions, percentages and long division) of the para‐
graph and indicates the order in which they will be presented in the body sentences.

Introductory sentences state the thesis.

Example: University and college work experience programs will require all students to
take a résumé and cover letter writing workshop in order to better prepare them for
employment.

This thesis statement indicates the explanation of the paragraph.

In addition to introducing the topic of your paragraph, your introductory sentence also needs to
Previous: 3.2 Narrative Paragraphs
introduce each of the points you will cover in your body sentences. By providing your audi‐
ence with an idea of the points you will make in your paragraph,Next:
your3.4introductory sentence
Persuasive Paragraphs

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serves as a guide map, not only for your audience, but also for you. Including your main points
in your introductory sentence not only allows your audience to understand where your para‐
graph is headed, but also helps you as a writer remember how you want to organize your para‐
graph. This is especially helpful if you are not writing your paragraph in one sitting, as it al‐
lows you to leave and return to your paragraph without forgetting all of the important points
you wanted to make.

Table 3.7 Dos and don’ts of introductions

Things to always do Things to never do

Capture the interest of your Apologize: Do not suggest that you are
reader. unfamiliar with the topic. (Example: I cannot be
certain, but …)
Introduce the issue to the
reader. Use sweeping generalizations. (Example: All
men like football …)
State the problem simply.
Use a dictionary definition. (Example:
Write in an intelligible,
According to the dictionary, a humble person is
concise manner.
…)
Refute any counterpoints.
Announce your intentions: Do not directly state
State the thesis, preferably in
what you will be writing about. (Example: In
one arguable statement. this paper, I will …)
Provide each of the arguments
that will be presented in each
of the body sentences.

Most importantly, when writing an introductory sentence, it is essential to remember that you
must capture the interest of your reader. Thus, it is your job as the writer to make the introduc‐
tion entertaining or intriguing. In order to do so, consider using a quotation, a surprising or in‐
teresting fact, an anecdote, or a humorous story. While the quotation, story, or fact you include
must be relevant to your paragraph, placing one of these at the beginning of your introduction
helps you not only capture the attention of the reader, but also introduce your topic and argu‐
ment, making your introduction interesting to your audience and useful for your argument and
paragraph.
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Body Sentences

In an expository paragraph, the body sentences are where the writer has the opportunity to ex‐
plain or clarify their viewpoint. By the concluding sentence, the writer should adequately cla‐
rify the topic for the reader. Regardless of a strong thesis statement that properly indicates the
major subtopics of the paragraph, paragraphs with weak body sentences fail to properly ex‐
plain the topic and indicate why it is important. Body sentences of an expository paragraph are
weak when no examples are used to help illuminate the topic being discussed or when they are
poorly organized. Occasionally, body sentences are also weak because the quotes used com‐
plicate rather than simplify the explanation. Thus, it is essential to use appropriate support and
to adequately explain your support within your body sentences.

In order to create a body sentence that is properly supported and explained, it is important to
understand the components that make up a strong body sentence. The bullet points below in‐
dicate the essential components of a well-written, well-argued body sentence.

Body sentences

Begin by reflecting the argument of the thesis statement.

Support the argument with useful and informative quotes from sources such
as books, journal articles, expert opinions, etc.
Briefly explain each quote and indicate its significance.
Ensure that the information provided is relevant to the thesis statement.

Transition into the next body sentence.

Just as your introduction must introduce the topic of your paragraph, the first body sentence
must introduce the main subpoint for that sentence. For instance, if you were writing a body
sentence for a paragraph explaining the factors that led to Canadian conscription in World War
II, one body sentence could discuss the impact of Canada’s relationship with Britain on the de‐
cision to conscript Canadian men. To do so, you would begin by explaining why Canada felt
obliged to come to Britain’s aid. Your audience now knows what the paragraph is explaining,
andPrevious:
you can3.2
also keep track
Narrative of your ideas.
Paragraphs

Following the topic sentence, you must provide some sort of factNext:
that3.4
supports your
Persuasive claim. In
Paragraphs

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the example of the World War II paragraph, maybe you would provide a quote from a histor‐
ian. After your quote or fact, you must always explain what the quote or fact is saying, stress‐
ing what you believe is most important about your fact. It is important to remember that your
audience may read a quote and decide it is indicating something entirely different than what
you think it is explaining. Or, maybe some of your readers think another aspect of your quote
is important. If you do not explain the quote and indicate what portion of it is relevant to your
clarification, then your reader may become confused or may be unconvinced by your explana‐
tion. Consider the possible interpretations for the statement below.

Example: While Canada’s involvement in World War II did not lead to as many young
men dying as in Britain, a generation was still deeply affected.

Interestingly, this statement seems to be saying two things at once: that Canada’s young men
were not killed in the same numbers as those of other Allied countries, and that the number of
deaths nonetheless marked a generation. On the one hand, the historian seems to say that the
two outcomes are not directly linked. On the other hand, the historian also indicates that the
two outcomes are linked in that the deaths caused Canada to be impacted by the war. Because
of the tension in this quotation, if you used it for your World War II paragraph, you would need
to explain that the significant portion of the quote is the assertion that links the outcomes.

In addition to explaining what this quote is saying, you would also need to indicate why this is
important to your explanation. When trying to indicate the significance of a fact, it is essential
to try to answer the “so what.” Imagine you have just finished explaining your quote to
someone and they have asked you “so what?” The person does not understand why you have
explained this quote, not because you have not explained the quote well, but because you have
not told them why they need to know what the quote means. This—the answer to the “so
what”—is the significance of your paragraph and is essentially your clarification within the
body sentences.

Concluding Sentences

The concluding sentence of an expository paragraph is an author’s last chance to create a good
impression. Hence, it is important to restate the thesis statement at the beginning of the sen‐
tence in order to remind the reader of your topic and explanation. Since it is at the end of the
paragraph, the concluding sentence also should add a sense of closure and finality to the clari‐
fication of the paragraph. It is important to re-emphasize the main idea without being repetitive
Previous: 3.2 Narrative Paragraphs
or introducing an entirely new idea or subtopic. While your concluding sentence can suggest
further research or investigation, do not make this question the focus of Persuasive
Next: 3.4 the sentence. Thus,
Paragraphs

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you should briefly and concisely reiterate the strongest clarifications of the paragraph, remind‐
ing the reader of the validity of your thesis or explanation and bringing closure to your
paragraph.

Example

The following is an example of a paragraph that describes why graduating from college is
harder than graduating from high school. The paragraph has been broken up to describe
the purpose of each sentence (or group of sentences).

Table 3.8 An example paragraph

Purpose Example

There are several reasons why graduating from

college is harder than graduating from high school;
Topic sentence
however, the most important reason is the lack of
support.

While in high school, the school and the teachers

Introduce and explain one major point that
supports your topic sentence. Be sure to provide
adequate information to both explain the point and
connect the point to your topic.
monitor and enforce a student’s attendance, yet in
college, a student’s attendance is not monitored
and they can decide whether or not to attend class.
As a result, many students may choose to go to the
beach or to the mall rather than school.

Though a college student’s grades may suffer from

Introduce and explain the second major point that
supports your topic sentence. Be sure to provide
adequate information to both explain the point and
connect the point to your topic.
missing a scheduled class meeting, high school
students are given detention or other forms of
punishment. To many college students, this lack of
consequences seems freeing, yet it actually reflects
a lack of support. Without the college or professors
supporting a student’s attendance, the student must
make these decisions on their own.

This situation can also be exacerbated by a lack of

nearby family and friends. A large number of
Introduce and explain the third major point that
college students move away from home to attend
supports your topic sentence. Be sure to provide
college, whereas most high school students still
adequate information to both explain the point and
live with their parents. Due to this, college students
connect the point to your topic.
may not have the same support system as high
school students.

What is more, some college students may be the

A body paragraph can contain as many points as only individual from their high school to attend a
needed to explain and support the topic sentence. university. Thus, in addition to leaving their
family, a student may find themself friendless.

Despite the hazardous effects that this lack of

support may produce, there are also several other
Concluding/transition sentence
factors that affect a college student’s ability to
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Concluding sentences

Begin by reflecting the argument of the thesis statement.

Briefly summarize the main points of the paragraph.

Provide a strong and effective close for the paragraph.

Table 3.9 Dos and don’ts of conclusions

Things to always do Things to never do

Stress the importance of the thesis. Rework your introduction or thesis

Include a brief summary of the statement.

main idea. Use overused phrases. (Example: In

Be concise. summary … or In conclusion …)

Provide a sense of closure. Announce what you have written in the

body of the paragraph. (Example: In this
paragraph, I have emphasized the
importance of …)

Apologize. (Example: Although I do not

have all the answers …)
Make absolute claims. (Example: This
proves that the government should …)

You may feel that the concluding sentence is redundant or unnecessary. However, do not forget
that this is your last chance to explain the significance of your argument to your audience. Just
as your body sentences strive to present the significance of each fact or quote you use, your
concluding sentence should sum up the significance of your argument. Thus, you should con‐
sider making a bold statement in your concluding sentence by evoking a vivid image, suggest‐
ing results or consequences related to your argument, or ending with a warning. Through using
these strategies, you not only make your concluding sentence more exciting, but you also make
yourPrevious: 3.2 Narrative Paragraphs
paragraph and your argument more important.
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Review Questions

1. What are three of the main purposes of an introductory sentence?

2. What should you never do in an introductory sentence?
3. How should you refute counterpoints?

4. What is the formula for a well-argued body sentence?

5. What should you include in a concluding sentence? What should you never include
in a concluding sentence?

Points to Consider

a. Write an expository paragraph about your favourite movie or book, paying special
attention to why a certain book or movie is your favourite. Be sure to briefly but
adequately summarize the movie or book in order to provide a concise and com‐
prehensible explanation. Additionally, be sure to use concrete details and examples
to explain why you enjoy the book or movie you are writing about. Simply sum‐
marizing the plot will not explain to the reader why the book or movie is entertain‐
ing to you.
b. Write an expository paragraph about a historical event, indicating at least three
factors that contributed to its development. For instance, you could discuss how
factors such as residential schools led to the reconciliation movement. A factor
could be an event, an individual, or a movement that is historically significant. In
order to properly show how certain factors caused or contributed to a specific
event, you must clarify both the factors and the event itself.

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